ED.D. PROGRAM STUDENT HANDBOOK

Transcription

1 ED.D. PROGRAM STUDENT HANDBOOK Meigs Hall Athens, Georgia Updated April 2015

2 Table of Contents Overview of the Institute of Higher Education... 1 Institute of Higher Education Faculty, Postdocs, and Fellows Doctoral Program Overview... 6 Program of Study... 7 Program Stages Appendices Appendix A: Dissertation Committee 11 Appendix B: Dissertation Committee Form..12 Appendix C: Final Program of Study Form.13 Appendix D: Comprehensive Exam Timeline 14 Appendix E: Comprehensive Exam Evaluation..15 Appendix F: Admission to Candidacy.16 Application for Admission to Candidacy.17 Appendix G: Dissertation Completion and Defense..18 Appendix H: Final Dissertation and Defense Approval Appendix I: Dissertation Electronic Submission Approval..20 NOTE: This document is not intended as a binding or contractual agreement; its purpose is to serve as a guideline within the Institute s doctoral program. In case of conflict, UGA Grad School policies supercede any guidelines set forth herein.

3 The Institute of Higher Education Founded in 1964, the Institute is noted for its multidisciplinary approach to teaching, research, and outreach, with particular emphases in policy and law, faculty and instructional development, and public service and outreach. IHE faculty members also specialize in history, leadership, curriculum, institutional research, and international higher education. The Institute offers the M.Ed., Ed.D. and Ph.D. in Higher Education, and students may earn an M.P.A. with a higher education specialization through the School of Public and International Affairs. The Institute also collaborates on projects and programs with the Franklin College of Arts and Sciences, the College of Education, and the Center for Teaching and Learning at the University of Georgia. The Institute's primary objectives are to: 1. prepare professionally trained personnel for administrative and professional staff positions in colleges, universities, and other educational agencies; 2. prepare graduate students for research, teaching, and service in the academic field of higher education; 3. develop instructional resources for the continuing professional education of faculty, administrators, and researchers in higher education; 4. provide in-service training and development opportunities to recently appointed administrators, faculty members, and professional staff in postsecondary education; 5. cooperate with other institutions and agencies providing professional and technical services to the various constituencies of colleges and universities; 6. analyze and interpret -- through conferences, seminars, workshops, research, and publications -- significant events, policy decisions, and public issues affecting higher and postsecondary education; and 7. contribute to the development of higher education as a field of advanced study through scholarly, practical, and applied research. In meeting its objectives the Institute provides various professional and technical services to the University of Georgia, the University System, and other institutions of higher education within the state, region, and nation. Staff interests and expertise are comprehensive and diversified. Programs and services are enhanced further by the Institute's status as a university agency and by access to the University of Georgia's many other resources and expertise. 1

4 Timothy R. Cain Associate Professor Ph.D., University of Michigan (2005) Manuel S. González Canché Assistant Professor of Higher Education Ph.D., University of Arizona (2012) Institute of Higher Education Faculty James C. Hearn Associate Director, Institute of Higher Education Professor of Higher Education Ph.D., Stanford University (1978) Elisabeth Hughes Associate Director, Executive Ed.D. Program Ph.D., University of Georgia (2003) Charles B. Knapp President Emeritus Director, Executive EdD Program Libby V. Morris Director, Institute of Higher Education Miller Distinguished Professor of Higher Education Ph.D., University of North Carolina (1982) Erik C. Ness Associate Professor of Higher Education and Graduate Coordinator Ph.D., Vanderbilt University (2006) Yarbrah Peeples Director, Georgia College Advising Corps Ph.D., University of Georgia (2012) Sheila Slaughter Louise McBee Professor of Higher Education Ph.D., University of Wisconsin (1975) Robert K. Toutkoushian Professor of Higher Education Ph.D., Indiana University (1991) Karen L. Webber Associate Professor of Higher Education Ph.D., University of Maryland, College Park (1988) 2

5 Institute of Higher Education Adjunct Faculty IHE adjunct professors contribute to teaching, have a clear connection to the research emphases of the Institute faculty, and/or assist with public service and outreach. John P. Dayton Adjunct Professor of Higher Education Professor of Education Law and Policy Director, Education Law Consortium Joseph C. Hermanowicz Adjunct Professor of Higher Education Associate Professor of Sociology Marguerite Koepke Adjunct Associate Professor of Higher Education Professor Emerita of Landscape Architecture Institute of Higher Education Postdoc Associates Sondra N. Barringer Dr. Barringer recently received her Ph.D. in Sociology from the University of Arizona (2013). Her research program focuses on understanding the nature of organizational change in, and the effects of organizational interdependencies on, higher education organizations in the United States. Stevie Upton Dr. Upton s research interests include the policy and practice of university knowledge exchange and the role of universities in regional social and economic development. Presently, she is working on methods of assessing the scope and effectiveness of teaching- and research-based knowledge exchange, and investigating the potential for universities to drive collaboration at the city-regional scale. Dr. Upton received her PhD from Cardiff University (UK). Jennifer Rippner Dr. Rippner joined the Institute beginning in January 2014 as a postdoctoral research associate after completing her doctorate in higher education in December. Jennifer s main area of research focuses on education organizations and systems, particularly state systems of education. She endeavors to understand how system reform (P-20) can help states achieve their educational goals, including increased postsecondary attainment. 3

6 Institute of Higher Education Fellows Fellows from a wide variety of disciplines and institutions enrich the multi-disciplinary intellectual community at the Institute Fellows include: James Soto Antony Associate Provost for Faculty Development Yale University Christopher Cornwell Professor of Economics Terry College of Business, UGA Houston Davis Executive Vice Chancellor and Chief Academic Officer University System of Georgia Elizabeth DeBray Associate Professor Lifelong Education, Administration, and Policy College of Education, UGA Catherine L. Finnegan Assistant Vice Chancellor Academic Services and Research Virginia Community College System Mary Lou Frank Interim Vice President, Academic Affairs Middle Georgia College System Ilkka Kauppinen University Lecturer Dept. of Social Sciences and Philosophy University of Jyväskylä (Finland) Larry L. Leslie Distinguished Visiting Professor of Higher Education David Mustard Associate Professor of Economics Terry College of Business, UGA Brian Noland President East Tennessee State University Kenneth E. Redd Director of Research and Policy Analysis Council of Graduate Schools Linda A. Renzulli Associate Professor of Sociology, UGA Lorilee R. Sandmann Professor Lifelong Education, Administration and Policy College of Education, UGA Edward G. Simpson, Jr. Distinguished Public Service Fellow Emeritus, UGA Dave Spence President Southern Regional Education Board Randy L. Swing Executive Director Association for Institutional Research C. Edward Watson Director, Center for Teaching and Learning Meihua Zhai Director of Institutional Research University of Georgia 4

7 Institute of Higher Education Emeritus Faculty Delmer D. Dunn Regents Professor of Public Administration and Policy Professor Emeritus of Public and International Affairs Vice President for Instruction Emeritus Ph.D., University of Wisconsin Melvin B. Hill Senior Public Service Associate Emeritus in the Institute of Higher Education Sylvia Hutchinson Professor Emeritus of Higher Education and Reading Education Former Coordinator of Post Doctoral Teaching Fellows and Peer Consultation Team Ph.D., University of Georgia M. Louise McBee Associate Vice President for Academic Affairs Emeritus Ph.D., Ohio State University Edward G. Simpson, Jr. Emeritus of Distinguished Public Service Fellow Ed.D., Virginia Tech Ronald D. Simpson Professor Emeritus of Higher Education and Science Education Director Emeritus of Office of Instructional Development Ed.D., University of Georgia D. Parker Young Professor Emeritus Ed.D., University of Georgia 5

8 ED.D. PROGRAM IN HIGHER EDUCATION AT UGA The Executive Doctorate in Higher Education Management is an accelerated program offering advanced coursework for middle- and senior-level, post-secondary education administrators. In the first semester, students are exposed to the range of research and potential research topics in the field of higher education. Students are also introduced to the Institute of Higher Education faculty and their research expertise and interests. Beginning in the second semester, students are introduced to the basic research skills needed to pursue doctoral research. Students are assisted as a group and individually in developing these skills throughout the entirety of the program from research questions, to literature reviews, to research design and methodology, through data collection, and finally to the defense of the dissertation. Students will work with the major professor (and committee as needed) to complete the dissertation research, develop the thesis, and defend the dissertation. Dissertation defenses are scheduled for the final semester of the program. Program of Study Notes: No required courses can be taken outside of the Institute. Attendance at all meetings is mandatory. When issues arise (i.e., illness or personal commitments), students should discuss alternative methods for receiving course materials with the associate director. IHE course descriptions can be viewed at ihe.uga.edu/graduate-programs/coursedescriptions Additional course descriptions, objectives, topical outlines can be viewed at UGA Bulletin The Executive Ed. D. program currently includes two international study abroad experiences (to the Netherlands and China, respectively) as part of its curriculum. Participation in this unique experience is considered critical to the academic goals of the program. As an executive training program, students are ineligible for assistantships or tuition assistance programs (TAP) at this time per Board of Regents policy (found at Employees may not enroll in certain programs or courses of study under the TAP policy. Those ineligible programs, or courses of study, include academic courses in the following professional schools: dental, law, medical, pharmacy, veterinary, or executive/premiere or comparable graduate school programs. Other ineligible programs, or courses of study, include: workshops, seminars, continuing education courses, management development programs, special examinations for admissions to degree programs, or private consultant refresher courses to take examinations such as C.P.A. certification, admissions examinations, and related types of programs or classes. Support for these types of programs may be provided by departmental policies. 6

9 INSTITUTE OF HIGHER EDUCATION Ed.D Course of Study Total Credit Hours = 52 hours First Semester (Spring) CREDIT HOURS TERM EDHI 8010 Higher Education in the U.S. 3 I EDHI 9050 Organization and Governance in Higher Education 3 I TOTAL 6 Second Semester (Summer) CREDIT HOURS TERM EDHI 8910 Quantitative Methods in Higher Education 3 II EDHI 8930 Introduction to Research on Higher Education 3 II EDHI 9400 Comparative Higher Education (Europe) 3 II TOTAL 15 Third Semester (Fall) CREDIT HOURS TERM EDHI 8200 Institutional Research 3 III EDHI 9500 Policy Studies in Higher Education 3 III EDHI 9000 Doctoral Research 1 III TOTAL 22 Fourth Semester (Spring) CREDIT HOURS TERM EDHI 9210 Strategy and Management in Higher Education 3 IV EDHI 9010 Academic Programs in Higher Education 3 IV EDHI 9300 Doctoral Dissertation 3 IV TOTAL 31 Fifth Semester (Summer) CREDIT HOURS TERM EDHI 8600 Assessment in Higher Education 3 V EDHI 8400 Finance and Higher Education 3 V EDHI 9020 Critical Issuses in Higher Education (China) 3 V EDHI 9300 Doctoral Dissertation 3 V TOTAL 43 Sixth Semester (Fall) CREDIT HOURS TERM EDHI 9200 Leadership in Higher Education 3 VI EDHI 8300 The Law and Higher Education 3 VI EDHI 9300 Doctoral Dissertation 3 VI TOTAL 52 TOTAL CREDIT HOURS 52 7

10 PROGRAM STAGES There are six major stages in the student s progression toward the completion of doctoral degree requirements and graduation. 1. Coursework During the first-year, doctoral students complete prescribed courses as a part of the Higher Education curriculum. Near the end of the first year of coursework, students will be assigned a major professor according to research interests. 2. Formation of Dissertation Committee The dissertation committee is created near the end of the student s first year of study and is composed of three faculty members. One member of the committee will serve as the student s Major Professor, or MP. The MP should have an interest in the topic or issue that the student is considering for his or her dissertation. The dissertation committee must approve the student s final program of study, conduct the student s written and oral comprehensive exams, and approve the student s dissertation proposal for their advancement to doctoral candidacy. The MP oversees and approves the student s dissertation research, writing, and the student s dissertation defense. Please see Appendix A for detailed information on who can serve on the dissertation committee. Please see Appendix B for the Advisory Committee form that must be completed and submitted to the Graduate School. Please see Appendix C for the final Program of Study form that must be completed and submitted to the Graduate School. 3. Program of Study Meeting The Program of Study meeting happens near the end of the spring semester of the second year and includes the student and the dissertation committee. Together they fulfill three main purposes. 1) Review of Coursework: The group will summarize how the student s courses have prepared them to examine a topic they may use for their dissertation. Special attention will be paid to methods courses. 2) Discussion of Potential Dissertation Topic: Many students prepare an outline or 1-2 page summary of a potential dissertation topics in advance of their Program of Study meeting. The actual format is determined by the MP. The student will discuss this with their dissertation committee. 3)Identification of Comprehensive Exam Questions: The committee will identify comprehensive exam topics that align with IHE course content and the student s dissertation interests. 8

11 4. Comprehensive Examinations In semester three, students are asked to prepare a page essay on their research interests. The essay will be divided into three questions, which will constitute the written comprehensive exam. The questions include the following: 1) Please provide a critical review of the research literature that informs your area of research interest. (Research Literature) 2) What are the theoretical underpinnings of your research? (Theoretical framework) 3) How do you propose to conduct your research? Describe in detail the research questions, describe and defend the methodology, and propose a design for conducting the research. The written responses are due to the major professor and committee by end of year one. In semester 4 (spring semester, year two), students will complete the written comprehensive examinations. Students will be asked to revise and resubmit the written questions as necessary, until a passing grade is assigned. The major professor and committee may pose additional written questions during the spring semester to assist the student in addressing any identified weaknesses. In the spring semester students will also take the comprehensive oral examination, which will consist of a review of the written examination questions and other general questions based on course work and related activities. Please see Appendix D for a detailed explanation of the Comprehensive Exam process. Please see Appendix E for a the Comprehensive Exam Evaluation form. Upon successful completion of the written and oral examinations, students will be required to complete IRB training and to submit (in collaboration with the major professor) an application to conduct research to the UGA Institutional Review Board. Students are not permitted to commence data collection prior to the receipt of IRB approval. The IRB should be submitted no later than the end of spring semester in year two. 5. Dissertation Proposal and Admission to Candidacy Closely following the successful completion of comprehensive exams, students will identify a specific topic for their doctoral research and dissertation. Students then construct a formal proposal describing their selected topic. Applicable research methods of inquiry and analysis that align with the topic, problem, or issue should also be included. The precise format of the dissertation proposal is determined between the major professor and the student. Upon committee approval of the proposed dissertation, the student is officially admitted to candidacy for a doctoral degree and begins dissertation research. Please visit for the requirements for research using human subjects. 9

12 Please see Appendix F for the complete list of requirements for Admission to Candidacy for the application that must be completed and submitted to the Graduate School. 6. Dissertation Completion and Defense Students are encouraged to pursue research that is located within their area of professional practice. This approach allows the student to effectively and efficiently envision the practice and theory nexus which is foundational to an effective research proposal and a successful dissertation. During the second and third semesters, students are expected to develop substantive literature reviews, identify and refine research questions, and work toward a defensible proposal for dissertation research. Major professors are also identified for each student at this time. Please see Appendix G for detailed information on Dissertation Completion and Defense. Please see Appendix H for the final Dissertation and Defense Approval form and Appendix I for the ETD form that must be completed and submitted to the Graduate School. 10

13 APPENDIX A- DISSERTATION COMMITTEE The Dissertation committee must consist of three IHE Graduate Faculty members, including the student s major professor, who serves as the chair of the committee. The remaining members are considered voting members. Visiting, part-time, or temporary faculty members may not serve on a student s dissertation committee. Former and retired faculty are allowed to serve as voting members of the students dissertation committee upon nomination of the Graduate Coordinator and approval from the dean of the Graduate School Immediate family members may not serve on the student s dissertation committee. 11

14 APPENDIX B- DISSERTATION COMMITTEE FORM 12

15 APPENDIX C- FINAL PROGRAM OF STUDY FORM Note: When completing this form, students should include the Doctoral Research (EDHI 9000) and Dissertation (EDHI 9300) hours they plan to enroll in for the remainder of the program. Note: No courses with a grade below a C may be placed on the final Program of Study. 13

16 APPENDIX D- COMPREHENSIVE EXAM TIMELINE 1. Preparation Following the Program of Study meeting, students should have a general idea of the topics their exam questions will cover, and should prepare accordingly. Students may also seek advice on how to prepare from their major professor and other members of the dissertation committee. Prior to the exam session, all members of the student s dissertation committee will provide the program coordinator with the student s final questions. 2. The Written Exam In semester three, students are asked to prepare a page essay on their research interests. The essay will be divided into three questions, which will constitute the written comprehensive exam. The questions include the following: a) Please provide a critical review of the research literature that informs your area of research interest. (Research Literature) b) What are the theoretical underpinnings of your research? (Theoretical framework) c) How do you propose to conduct your research? Describe in detail the research questions, describe and defend the methodology, and propose a design for conducting the research. The written responses are due to the major professor and committee by end of year one. 3. Evaluation Whether the student passes or fails individual exam questions or the total written portion of the exam will be the decision of the complete dissertation committee. The major professor will notify the student of his or her performance once all responses have been reviewed. The student and the major professor will then discuss the steps to be taken for the oral examination. Students are permitted to review the written evaluation prior to the oral defense. 4. Oral Defense After the written component has been evaluated and the student had met with his or her major professor and reviewed the exam, the oral component is scheduled. The student should coordinate with all members of the dissertation committee for a mutually agreeable date and time for the oral exam to take place. The student must notify the program coordinator of the scheduled date and time no less than two weeks in advance. The program coordinator then informs the Graduate School and reserves a room. The date, hour, and location are announced by the Graduate School, and the exam is open to all others who choose to attend. 14

17 APPENDIX E- COMPREHENSIVE EXAM EVALUATION 15

18 APPENDIX F- ADMISSION TO CANDIDACY Upon the successful completion of the Dissertation Proposal and approval by the student s dissertation committee, the student may be formally admitted to candidacy for a doctoral degree. The following is a list of requirements from the Graduate School for admission to candidacy. 1. All prerequisites have been satisfactorily completed. 2. All research requirements have been met. 3. The final Program of Study has been approved by the student s dissertation committee, the Graduate Coordinator, and the dean of the Graduate School. 4. The student has maintained an average of 3.0 (B) or better for all graduate courses taken and for all courses included on the Program of Study. No courses with a grade below a C may be placed on the Program of Study. 5. Written and Oral Comprehensive Examinations have been passed and reported to the Graduate School. 6. The dissertation committee, including any necessary changes in members, is confirmed, and all members have been notified of their appointment. 7. The dissertation proposal has been approved by the dissertation committee. The student s candidacy begins on the date the form is received by the Graduate School. If a student plans to graduate in the same semester, the student must have been admitted to candidacy by the deadline published by the Graduate School in addition to having registered for 10 combined hours of Doctoral Research and Doctoral Dissertation. Upon admission to candidacy, the dissertation must be completed within 5 years for the student to qualify for graduation. However, if a student s admission to candidacy expires after the first week of classes in the final semester of the 5 th year, the student is granted the remainder of the semester to complete all degree requirements. 16

19 APPLICATION FOR ADMISSION TO CANDIDACY 17

20 APPENDIX G- DISSERTATION COMPLETION AND DEFENSE During the completion of the dissertation and defense, students should aim to produce a dissertation that contributes to both the knowledge and understanding of the field of Higher Education. Major milestones in the completion of such a dissertation follow. 1. Preparation Much of a student s preparation for dissertation writing will take place while constructing a proposal and devising research methods. 2. Dissertation Research and Writing Once a formal IRB has been obtained, the student should carry out his or her proposed dissertation research. This process will be closely guided by the student s major professor, with advice from the remaining members of the student s committee. Students must have enrolled in 10 combined hours of EDHI 9000 and EDHI 9300 after admission to candidacy and before graduation per the Graduate School s policy. 3. Dissertation Distribution and Defense After finalizing the dissertation and receiving approval from his or her major professor, the student should contact all committee members to schedule the defense and distribute his or her dissertation to the full committee. This should be completed no less than one month in advance of the date the student plans to hold his or her defense. Students must also submit a copy of their dissertation to the graduate school for a final format check by the deadline posted on the Graduate School s website (grad.uga.edu) the month the student plans to graduate. The student should schedule the defense of their dissertation in accordance with the needs of their committee. Once the date and time have been set, the student must notify the program coordinator no less than two weeks in advance of the scheduled date. The program coordinator will then announce the student s defense to the Graduate School and book a room for the event. The defense date is publicized and attendance is open to the general public. During the defense, the committee will likely suggest additional revisions that the student must complete before graduation. 4. Graduation Students should begin the process of applying for graduation in the semester he or she plans to defend the dissertation. The application for graduation can be found at Students should also be sure to submit the information for the commencement program, including the title of his or her dissertation at 18

21 APPENDIX H-FINAL DISSERTATION AND DEFENSE APPROVAL FORM 19

22 APPENDIX I- DISSERTATION ELECTRONIC SUBMISSION APPROVAL 20